Popowitch 1

Nicholas Popowitch
Mrs. Scaife
Composition II
21 Sept. 2016
Exploring Ways to Improve College Enrollment
While college life is difficult for many, getting into college has become an even bigger
obstacle. With the growing cost of college in the United States, paying for ones education is
becoming an issue for all potential students. But the greatest burden is that of young men and
women who come from lower income families. Federal financial aid applications, like FAFSA,
are tedious and difficult to navigate for those inexperienced in the process, and federal and state
financial aid often fall short of tuition costs. This means that students whose parents are unable to
afford the remainder are faced with the hardship of either taking on future debt through federal
and private loans, working low-paying jobs to cover the cost or, in some cases, both. Even if
these students are able to finance their education, they face other hardships. In many lower
income areas, high schools fail to prepare students for the college experience, causing their
freshman year to be filled with excessive remedial classes that do not count towards their
graduation. They also face the social pressures of adapting to an unfamiliar environment in
which they may have no preexisting connections. Through my research, I intend to gain a better
understanding of these issues. It is my hope to find ways to improve the odds for these future
students.
One of the first challenges for high school students when preparing for college is paying
for it. For many, the excessive paperwork needed to apply for financial aid can be overwhelming.
Susan Dynarski and Judith Scott-Clayton in their paper, Financial Aid Policy: Lessons from

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Research put it best when they wrote, the complexity of the financial aid application process
can itself become a significant barrier to college access (80). In this, Dynarski and ScottClayton suggest that without proper guidance, many prospective students fail to receive aid to
which they are entitled, which may prevent them from enrolling due to lack of funding. With
assistance in applying for essential aid such as the Pell Grant, high school seniors have a 24%
increase in college entry (Dynarski and Scott-Clayton 81). Making the process simpler, or
providing assistance, would mean one less stressor in the enrollment process.
Another option for financial aid, and often a necessary one, is enrollment in student
loans. With this option, there is the added pressure of incurring substantial debt to finance one's
education. According to Long and Riley in their paper, Financial Aid: A Broken Bridge to
College Access? this incurrence of debt can have a significant effect on the choice to enroll, as
well as a students choice of majors (50). As these loans only cover direct education costs,
students must often work as well in order to cover additional living expenses. This creates
additional stress on these individuals, leading to a higher dropout rates (Long and Riley 57).
Dynarski and Scott-Clayton suggest that in order for these loans to be more effective and
appealing to lower income students, they should be made easier to comprehend (84). With a clear
understanding of the terms of these loans, it may ease the concern of those unwilling to take on
that debt while making the debt itself seem more manageable, relieving future stress.
Lastly, there is the issue of retention among college students. While I have addressed a
reduction of financial hardships, which would aid in graduation rates, there are other means to
help decrease dropout rates. One set of research I have found suggests that an increase of student
services on campuses would improve retention. Rong Chen, author of, Institutional
Characteristics And College Student Dropout Risks: A Multilevel Event History Analysis.

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suggests just that. His study and statistical analysis points to the idea that schools with more
robust student services, promoting greater student interaction, have higher retention rates after
freshman year (500-501). While it is ultimately important to improve students ability to afford
college, the creation of a positive college experience would also go a long way. This growing
problem needs to be approached by as many angles as possible.
In conclusion, my research has given me a clearer perspective on the subject, and a
greater understanding of how to move forward. My thoughts are best summarized by a 2014
Washington Post article written by Jeff Guo entitled, Why poor kids dont stay in college. The
focus of this article, a freshman named Terrell Kellam, is an example of our nations higher
education shortcomings. With maximum available financial aid, Kellam still falls 20% short of
his tuition costs (Guo para 23). But Kellam still manages to stay in school. Despite a difficult
childhood, he has had many people along the way able to see his potential and keep him moving
in the right direction. This is the heart of the matter. While improving the imperfect system is a
slow process, we as community members can make a difference. Through tutoring, mentorship,
and assistance in navigating the current financial aid system, we can give young men and women
the opportunities they deserve.

Works Cited
Dynarski, Susan, and Judith Scott-Clayton. "Financial Aid Policy: Lessons from
Research." The Future of Children 2013: 67. JSTOR Journals. Web. 19 Sept. 2016.

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<http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?direct=true&db=edsj
sr&AN=edsjsr.23409489&site=eds-live>
Long, Bridget T., and Erin Riley. Financial Aid: A Broken Bridge to College Access?
Harvard Educational Review 77.1 (2007): 39-63. ERIC. Web. 15 Sept. 2016.
<http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?direct=true&db=eric&
AN=EJ765961&site=eds-live>
Chen, Rong. "Institutional Characteristics And College Student Dropout Risks: A
Multilevel Event History Analysis." Research In Higher Education 53.5 (2012): 487-505.
Academic Search Complete. Web. 15 Sept. 2016.
<http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?
direct=true&db=a9h&AN=77330633&site=eds-live>
Guo, Jeff. Why poor kids dont stay in college. washingtonpost.com. WP Company Llc.
20 Oct. 2014. Web. 15 Sept 2016.
<https://www.washingtonpost.com/news/storyline/wp/2014/10/20/why-poor-kids-dont
-stay-in-college/>

Annotated Bibliography.

Dynarski, Susan, and Judith Scott-Clayton. "Financial Aid Policy: Lessons from
Research." The Future of Children 2013: 67. JSTOR Journals. Web. 19 Sept. 2016.
<http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?direct=true&db=edsj

Popowitch 5
sr&AN=edsjsr.23409489&site=eds-live>
This article analyses the progression, structure, and effects of multiple forms of financial
aid since the Higher Education Act of 1965. It is the authors intent to review existing
data from research conducted throughout this timeline in order to determine what
methods and applications are most effective.
The result of their analysis yielded four key points, as follows:
The first Lesson as Dynarski and Scott-Clayton refer to them, is that several studies
have shown that the promise of financial assistance, even partial assistance, improves
enrollment rates.
The second lesson emphasises the importance of simplicity in the application process.
The authors cite a 2012 research study, in which enrolling students received varying
degrees of assistance in their FAFSA application process. The test group which received
the most assistance had a larger application and enrollment rate.
The third lesson focuses on the effectiveness of academic incentives. Dynarski and ScottClayton point to research conducted on several programs that incentivised enrollment,
collegiate GPAs, and entrance exam scores. In these, they showed that while effective,
their influence is limited, as the students are no longer driven to maintain the same
standards once they are rewarded.
The fourth and final lesson deals with loans, both subsidized and unsubsidized. The
authors say that while subsidized loans are more favorable to students, neither provide as
much incentive for students, because they fail to rationalize their debt.
These points make an excellent baseline for good common practices in future financial
aid.

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Long, Bridget T., and Erin Riley. Financial Aid: A Broken Bridge to College Access?
Harvard Educational Review 77.1 (2007): 39-63. ERIC. Web. 15 Sept. 2016.
http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?direct=true&db=eric&
AN=EJ765961&site=eds-live
In this 2007 paper in the Harvard Educational review, author Bridget Terry Long, and
consultant Erin Riley address the growing gap in financial aid, particularly for lower
income students. This paper outlines the disparity between average college expenses and
federal grant programs. They also discuss the movement of financial aid from needsbased to merit-based award criteria. While both of these circumstances have an adverse
effect on all college students, the effect is greater for students of lower income families,
as their parents are less able to assist with these rising costs.
The option for these students, as the authors suggest, is the use of student loans, a system
that has a wide range of effects on these prospective students. The accrual of this debt can
discourage enrollment, alter choice of major, and cause individuals to attend cheaper
schools. This use of these loans can also cause additional stress on students, effecting
graduation rates, and future success in the job market.
This article encourages policymakers to place greater emphasis on federal grants,
bridging the financial gap between the cost of attendance and the amount of assistance
these programs provide.

Chen, Rong. "Institutional Characteristics And College Student Dropout Risks: A

Multilevel Event History Analysis." Research In Higher Education 53.5 (2012): 487505. Academic Search Complete. Web. 15 Sept. 2016.

Popowitch 7
http://0-search.ebscohost.com.iii-server.ualr.edu/login.aspx?
direct=true&db=a9h&AN=77330633&site=eds-live
Whereas much of the papers I have read focus on the effects of financial hardships on
student enrollment and persistence, Chens research focuses on the institutions and how
their programs may influence dropout rates. In his paper, Chen points to the nonacademic social infrastructure of schools. His data suggests that schools with greater
expenditures in student services have lower dropout rates. Chen explains that his results
suggest an improved social structure in a students lifestyle breeds greater academic
success.
While Chen admits that further research is needed to backup his conclusions, these
findings could dictate future policy guidelines and fund allocation in schools attempting
to raise retention.

Guo, Jeff. Why poor kids dont stay in college. washingtonpost.com. WP Company Llc.
20 Oct. 2014. Web. 15 Sept 2016.
https://www.washingtonpost.com/news/storyline/wp/2014/10/20/why-poor-kids-dont
-stay-in-college/
In this 2014 Washington Post article, reporter Jeff Guo takes us through a day in the life
of Terrell Kellam, a freshman at Morgan State University. As Guo recounts the daily
struggle and hardships of Kellam, he humanizes an all-too-common problem facing lower
income minorities attending college. Many of these students fall short of meeting tuition
costs, even with federal grants like the Pell Grant, and federal student loans. At Morgan
State, for example, financial aid can only manage to cover 80% for most of its students.
For many of them, coming up with the other 20% is a difficult task, with many of them

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forced to quit school short of earning a degree. Kellam, despite the daily obstacle he must
overcome, is one of the lucky few having a support structure within his community to
help him along the way.